published_or_final_version / Education / Master / Master of Education

The present study is to evaluate the effects of Paired Writing on both tutors’ (high-ability Paired Writers’) and tutees’ (low-ability Paired Writers’) writing performance and motivation to write, in terms of self-efficacy and intrinsic interest, while controlling for the instructional procedures and teachers’ effect. Participants were 143 secondary one students of a local secondary school. The results showed that Paired Writers outperformed the individual writers after the intervention and made significant improvement in grammar. Regarding the effects on tutors and tutees, tutors performed significantly better than high-ability individual writers, especially in relevancy & clarity and creativity; whereas tutees made significant improvement in grammar only. Additionally, tutors had significant gain in self-efficacy following the intervention in comparison with high-ability individual writers. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Orientadora: Patrícia Unger Raphael Bataglia / Banca: Alessandra de Morais / Banca: Rita Melissa Lepre / Resumo: Pensando na Educação que atualmente vigora nas escolas, vê-se que esta não atende a uma formação humana integral, de forma que acaba sendo resumida a um conjunto de conteúdos, compartimentados em disciplinas. Para a construção da autonomia moral percebemos a necessidade de um ambiente sociomoral cooperativo, onde vigore uma postura não autoritária, relacional, cooperativa e de respeito mútuo, tal como uma gestão democrática, fatores esses preconizados por Piaget em suas obras e vários outros autores contemporâneos. A presente investigação tem por objetivo levantar os trabalhos com a temática da Aprendizagem Cooperativa (A.C.) relacionando-a com a autonomia moral e buscando na Psicologia Genética as bases que sustentem essa proposta e suas técnicas. Optou-se pela realização de uma revisão e pesquisa bibliográfica por se tratar de um tema pouco investigado no âmbito brasileiro, sendo que a busca foi efetuada em duas bases de dados, no Portal de Periódicos da Capes e no SAGE Journal. Realizou-se uma categorização das produções em três eixos, a saber: 1) Utilização da Aprendizagem Cooperativa como ferramenta didáticometodológica de ensino, 2) Efeitos da Aprendizagem Cooperativa no ambiente escolar e 3) Utilização da Aprendizagem Cooperativa na formação continuada de professores. A Aprendizagem Cooperativaécompreendida como um conjunto de métodos e técnicas, e sua principal característica é a atuação em pequenos grupos heterogêneos, em que estudantes trabalham conjuntamente, objet... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Thinking about the education that currently exists in schools, we can see that it does not attend to an integral human formation, so that it ends up being summarized to a set of contents, compartmentalized in disciplines. For the construction of moral autonomy, we perceive the need for a cooperative sociomoral environment, in which a non-authoritarian, relational, cooperative and mutually respectful stance is maintained, as is a democratic management, which Piaget has recommended in his works and several other contemporary authors. The present research aims to research the work with Cooperative Learning (C.L.), relating it to moral autonomy and searching in Genetic Psychology for the bases that support this proposal and its techniques. It was decided to carry out a review and bibliographical research because it is a topic that has not been investigated in Brazil, and the search was carried out in two databases, in the Capes Journal Portal and in the SAGE Journal. The production categorization was carried out in three axes, namely: 1) Use of Cooperative Learning as a didactic-methodological teaching tool; 2) Effects of Cooperative Learning in the school environment; and 3) Use of Cooperative Learning in the continuous training of teachers. The Cooperative Learning is understood as a set of methods and techniques, and its main characteristic is the performance in small heterogeneous groups, in which students work together, aiming at the maximization of their learning in a mutua... (Complete abstract click electronic access below) / Mestre

This thesis investigates the ways in which young children assist each other as meaning makers in relation to written language as they interact in classroom writing sessions. It examines the nature of peer assistance in young children's self-selected writing tasks, and the role of social interaction in literacy knowledge construction. It documents the patterns of interaction evident among a group of Year 1 students, and describes differences in the teacher's and students' perceptions of peer assistance in the classroom. Based on extensive observations in a Year 1 classroom, the study explores the potential of peer interactions to contribute to the literacy learning of individuals, and the construction of literacy within the group. / Master of Education (Hons)

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 75-84). Also available in print.

The purpose of this study was to investigate the effect of trained hearing peer tutors on the physical activity levels of deaf students in integrated elementary physical education classes. This study utilized a single subject multiple baseline design across subjects. Eight deaf 4th and 5th grade students and eight hearing 4th and 5th grade peer tutors participated in the study. The students were observed during their physical education class and data were analyzed on physical activity levels and peer tutor behavior. The deaf students and peer tutors were first observed during a baseline period of 4-6 classes with no intervention. The peer tutors were trained toward the latter part of the baseline period. The peer tutor intervention lasted from 11-13 classes. During the intervention, the peer tutor and deaf student participated in pairs for the fitness portion of the class. The results of the intervention demonstrated that the implementation of trained hearing peer tutors improved the physical activity levels of both the deaf students and peer tutors. The training of the peer tutors consisted of signs pertaining to: instruction, physical fitness, and teaching techniques in the areas of: cueing, feedback and reinforcement. The cueing approach followed the system of least prompts and included verbal cueing, modeling, and physical assistance. Feedback consisted of positive general and positive specific reinforcement. Peer tutors were trained over four to five 30 minutes sessions. Pre-established criteria required the peer tutors to implement the teaching behaviors with the researcher a minimum of 4 out of 5 times, and receive a score of 90% or better on the peer tutor quiz. All peers were successful at meeting this criteria. Data were collected on the peer tutors tutoring behavior throughout the study by systematic observation. The results of the peer tutor data revealed that the tutors were able to implement the tutor training program. The results of this study demonstrate that elementary aged deaf students and their hearing peers can improve their physical activity levels upon intervention of trained hearing peer tutors. It was also shown that elementary aged peer tutors can be trained to provide assistance to deaf students in integrated physical education classes. Recommendations for future research are provided based on the results of the study. / Graduation date: 1996

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 160-171).

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

published_or_final_version / abstract / Education / Master / Master of Education

This study investigated the reported benefits of adolescent students with an intellectual disability as tutors or teacher assistants in physical education. The personal experience and meaning of five young leaders with an intellectual disability was reported by means of an interview, video activity, picture activity, and field observations. An interpretative phenomenological analysis (IPA) was used. The analysis revealed different combinations of benefits for each participant. All participants expressed positive affects from helping. Four participants identified pride and accomplishment and connectedness. Three participants demonstrated career ambitions and self-identity. Two participants addressed responsibility towards others, being a role model, and modification of behavior. One student addressed altruism as a benefit. The young leaders' experiences were discussed in terms of their roles (Allen & Feldman, 1976), role theory (Thomas & Biddle, 1966), previous tutoring literature, and Hellison's responsibility model (2003).